Expressive Elocution

I spent almost two years in Beijing working in a public school teaching English to third, fourth, and fifth graders. I have lots of stories from this experience, but my biggest challenge was trying to promote creative thinking.

I'm not going to get into a lot of detail here, but the Chinese educational philosophy is radically different than American philosophy. One of the areas this is most apparent is in creativity. Chinese schools typically teach their students to learn facts, memorize, and then state them. They will spend hours hammering words over and over again.

Many times upon entering class some excited student would want to perform for me a monologue he had delivered at some competition over the weekend. He would then launch into a speech or recite a poem in perfectly executed English. Afterward, I would ask him about the content of the words he just said and he typically had no opinion and didn't even know what he had said. He had memorized a bunch of sounds and regurgitated them for the judges.

I had no intention of producing English-sounding robots. I wanted to help my students effectively communicate in English.

The problem with communication in this type of environment is that it requires independent thought. This was a foreign concept to the students and it took months to break them free. In the beginning, if I asked the class a question, no one would answer unless there was already a pre-programmed response.

If I showed a picture of a boy walking a dog and asked them what they saw, a few might volunteer that they saw a dog or a boy. The more adventurous ones might even point out that it was a sunny day. However, if I asked where the boy and dog were going, silence fell over the room. I would try to elaborate. Tell me a story. A boy and his dog are out for a walk. Are they going to the park? Are they going to the beach? Is that actually his dog or is it someone else's? I would get nothing because there was not a 'correct' answer that had already been taught to them. They honestly had no idea what was expected of them.

To answer those questions would require some imagination. It would require using the words they already had in their heads and creating a unique sentence formulated on their own. That was not the way they had been taught to learn. They had only been taught to read the script and keep saying it until you pronounced it correctly.

I soon changed my strategy by presenting them with the words I wanted them to use. I used words they already knew but asked them to produce a few sentences using the words I provided.

I had this screen up in the classroom and asked for sentences. It was brutal. No one seemed to understand what I wanted. The few who timidly agreed to give it a shot would say things like, "I have many homework." or "My teacher is tall." or "We had cheese for dinner."

OK. We are getting closer. Can anyone use more than just one word? I have six words here? I called on one of my more outgoing students and prayed he might push this a little further. He stood and stared at the board for a long time. After what seemed like an eternity, he whispered: "I have math homework."

This may be a very simple sentence, but I had been at this for weeks. I exploded with excitement. I jumped and cheered so loud, I scared a couple of students in the front row. I ran over, picked the kid up and introduced him to the class as a genius. HE USED TWO OF THE WORDS IN ONE SENTENCE!

I put him down, told him how great he did and I saw the light bulb go off. He looked at me at said "Teacher, can I do THREE?"

Yes! Give it a try.

"I want to play, but I have math homework."

This time the class joined me in cheering for him. They understood what had just happened and a couple of hands shot up. "TEACHER TEACHER! I can do four."

Let me hear it.

"My Math teacher told me not to sleep. Do homework."

YES! You got it! Good job!

More and more hands flew up as kids decided they wanted to give it a shot. "I can do ALL words" was yelled from the back. I quieted the class and he marched to the front to stare at the screen. He didn't have his story yet, but he had decided he could do it.

He thought for a bit and started slowly. "My math teacher gave me homework so I could not play. After dinner, I went to sleep."

HE USED EVERY WORD!!! YAY!!!

I put him on my shoulders and we ran around to high five everyone in class. After the celebration, I flipped to a new slide with six new words and the students actually fought over who would get to make a new sentence first. It became their new favorite game to see who could come up with the silliest story. We were soon even able to switch back to the default pictures. Look at the picture and tell me a story. And once these kids creative sides were released, they went nuts with it. We were soon able to recycle the word slides and start making new sentences.

A month later I had turned my classes into improv groups. I would bring kids up and give them scenarios on slips of paper they had to improvise. They did a mock radio show, gave out awards for silly talents in class, pretended to work in restaurants and convenience stores, and made up silly songs. The purpose was not to be funny (although that happened a lot). It was to create their own independent thoughts rather than just read a script out of a book. Although, the class auditors (officials who observed my classes) never understood what I was doing.

This is where we got to eventually, but first, it was months of just staring at students who were waiting for me to tell them what to say. I was so happy to get past that stage.

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The words in blue print were the ten words created by a random word generator. I had to incorporate them all into this post. Just a little challenge I added for myself.